Positive Psychology and Education of Students with Disabilities: the Way Forward for Assessment and Intervention

Abstract

Focusing on using strength-based practices in special education broadens the perspectives of students with disabilities, their families, and people that provide supports (e.g., educators, counselors) regarding the positive traits that students with disabilities demonstrate and how they can use these attributes to achieve valued life outcomes. Measuring, understanding, and building on strengths are the mission of the field of positive psychology, which can provide a framework for practitioners in the disability field to build on strengths and enhance systems of support and quality of life outcomes. Practitioners, including special and general educators, related service providers, psychologists, and counselors, can use positive psychological assessments and interventions to promote positive student school and postschool outcomes, including well-being, achievement, and leadership. This article (1) provides an overview of how positive psychology can provide a framework for strength-based approaches, (2) highlights specific positive psychological assessment tools and interventions, (3) describes how to implement positive psychological assessment tools and interventions in educational contexts with students with disabilities, and (4) identifies areas for future research to promote positive and meaningful outcomes. Low-cost strength-based assessments and interventions can be used in diverse educational settings to promote positive student school and postschool outcomes. Future research should test hypotheses related to how strength assessments and interventions can promote personal strengths across educational contexts (e.g., inclusive, general education classrooms) with students with diverse personal characteristics and support needs.